Arte: um caminho terapêutico na diversidade escolar

Abstract

This study presents through a narrative review structured in six chapters, including a classroom-based experience report, an analysis of the characteristics of art that position it as a protagonist in the strengthening of mental health in non-clinical settings. It is emphasized that the study did not aim to investigate Art Therapy techniques, but rather the essential aspects that define it as a psychotherapeutic practice in daily life contexts characterized by human presence and interaction, as occurs in schools. Although Bill No. 3,416/2015 proposes the recognition of art as a therapeutic intervention, not limited to a specific audience and highlighting its prophylactic properties and contributions to cognitive and psychoemotional development, this resource is still underutilized in educational institutions. Based on these considerations and the experiences observed in daily school routines, this investigation also aimed to expand understanding of the use of art beyond its playful and pedagogical functions, recognizing its relevance and impact on subjective dimensions. Considering the intense demands faced by the educational system, involving students with relational, learning, and other intellectual and emotional difficulties, often associated with complex internal dynamics, theoretical foundations supporting art as a therapeutic instrument were sought, aiming at its potential formal applicability within schools as a significant resource for the promotion of care and integral well-being.